Presentation on theme: "Disclosures Financial: I receive quarterly royalties from MindWing Concepts, Inc. (MWC) because I co-authored Facilitating Relationships! Six-Second-Stories®"— Presentation transcript:
0Using Personal Narratives to Enhance Conversational Skills and Written ExpressionISHA CONVENTION 2014Presented by Gwynne McElhinney, M.S., CCC-SLPCreator of Six-Second-Stories®Gwynne McElhinney’s Lab for Social Intelligenceat Lee Pesky Learning Center in Boise, Idaho
1DisclosuresFinancial: I receive quarterly royalties from MindWing Concepts, Inc. (MWC) because I co-authored Facilitating Relationships! Six-Second-Stories® and Other Social Communication Strategies an instructional manual written to help adults foster social communication skill development in children and youth, published in In 2012, I received honoraria from MWC for teaching at two regional conferences on the East Coast.Nonfinancial: No relevant nonfinancial relationships exist.Employment: Solo, part-time, private practice focused on teaching students with language impairment/social learning challenges how to C.A.R.E.---Communicate and Relate Effectively---using a co-teaching approach in the classroom, and partnering with parents in my Lab.
3MISSION STATEMENT for the SAN JOSE SCHOOL DISTRICT Our High School Graduates will be:EFFECTIVE COMMUNICATORSINFORMED THINKERSSELF-DIRECTED LEARNERSCOLLABORATIVE WORKERSINFORMATION PROCESSORSRESPONSIBLE MEMBERS OF SOCIETYM. Winner, 12/ Seattle, WA Workshop
4Overview of the Challenge To succeed academically & socially, students must learn how to:Listen & understand others’ thoughts and feelings (oral comprehension)Speak & be understood, when sharing their own thoughts and feelings (verbal expression)Read & understand others’ thoughts and feelings (reading comprehension)Write & be understood, when sharing their own thoughts and feelings (written expression) and always,Think Socially (relate effectively in the classroom & on the playground)The ability to communicate is the most difficult and remarkable feat of humankind. The ease with which most of us learn & use language blinds us to how complex the acquisition process really is, for those who struggle with what, to us, “just comes naturally…”
5Combining Priorities “ It’s good to work on language structure. According to Dr. Bonnie Brinton (in a workshop at USU in 2012):“ It’s good to work on language structure.“ It’s better to work on academics.It’s best to work on social interaction.With teamwork, we can do all three at once!”Social Competence refers to the skills & strategies that allow individuals to:have meaningful friendships, forge close, emotion-based relationships;productively collaborate with groups, teams, and work partners;manage public social settings and participate in family functioningGutstein & Whitney (AS and the Development of Social Competence, Focus on Autism & Other DD, Vol. 17, #3, Fall 2002)According to the Mother of a Son with LI (in an article published by Brinton in 2009):“The Social Stuff is EVERYTHING!”
7The Benefits of Narrative Instruction #1 EDUCATIONAL RESEARCH HAS SHOWN THAT:90% of elementary curriculum is in narrative/story formThe ability to independently tell and write stories is essential to social and academic successCompetency on state testing depends on an awareness, and demonstration of, basic story structure for reading comprehension and writingCritical thinking and inferential skills draw on the concrete awareness of story elements and the relationships they have to each otherTeacher’s Guide to the SGM Activity Booklet, now known asTalk to Write, Write to Learn by Moreau & Welch (1999)
8The Benefits of Narrative Instruction #2 The ability to identify and develop plans and goals is crucial to academic and social success because these skills enable students to connect the “character’s” relationship to the beginning, middle and end of a story or to their own personal, life experiences (self-talk/self-regulation)Advancing curriculum and social competency require students to develop perspective-taking, the ability to “see” and “feel” situations through the eyes of another/from his or her point of viewPerspective-taking underlies the ability to empathize, an absolutely vital skillEmpathy is the basis for social & literate inferencing; both skill sets have broad implications for our society (effective problem-solving)Teacher’s Guide to the SGM Activity Booklet, now known asTalk to Write, Write to Learn by Moreau & Welch (1999)
18CCSS Call? Students Must Develop “Communicative Competence” Teachers and SLPs have distinct, but complementary roles, working collaboratively to provide multiple types and levels of support. The SLP’s focus should be to support the success of students and to prepare them to access the curriculum, communicate to learn, and achieve academic goals… In other words, Focus on the Discourse Level of Language: teach students to put together words, phrases, and sentences to create conversations, speeches, messages, articles and books, so that they can experience both academic & social success throughout their education & careers.
23Me and Mommy The Mall Knows the teacher will be accepting of her Thinks that the teacher will like the storyBelieves that the teacher would be excited tooChild sees the teacherWants to tell the teacher and so the child says: “Me and Mommy went to the mall.” This statement is very vague and could cause a conversational breakdown between the girl and the teacher. Using the Six-Second-Stories® technique, an effective start to the conversation would be:Excited/compelled to tell the teacher about her weekend trip to the mall.Who Is Doing What Where WhenMy Mom and I ate a giant sundae at the mall on Saturday.My mom lost her purse at the mall on Saturday.
26WHAT DO GOOD COMMUNICATORS DO ? They C.A.R.E. (Communicate and Relate Effectively) byLISTENING in order to understand others’ ideas & feelings; andSPEAKING so that others can understand their own ideas & feelingsThey Make Eye Contact & Think with Their Eyes about their partnerThey Observe before Communicating to improve the timing of interactionThey use positive Body Language & “read” their partner’s non-verbal cuesThey use Whole Body Listening to “synch” with their partner’s emotionsThey Kick-Off conversations by making statements that contain key facts, providing just the right amount of relevant informationThey ask appropriate questions of their partner in order to clarify confusing statements made by him/her
27They answer questions posed by their partner in order to clarify content They Take Turns, alternating speaking & listening roles & balance air timeThey Stay on the Topic and signal Topic Changes appropriatelyThey Act Interested by smiling, leaning forward & head noddingThey Speak Clearly so their words can be easily understood by their partnerThey use a polite Tone of Voice to signal respect & friendlinessThey also use:Just the Right Distance (not too close & not too far away)Just the Right Speed (not too fast & not too slow)Just the Right Volume (not too soft & not too loud)They try to be “mindful” of their conversational partner,by “thinking socially”
28WHAT DO GOOD COMMUNICATORS DO? They C.A.R.E. (Communicate and Relate Effectively) by READING in order to understand others’ ideas & feelingsThey decode, or “sound out,” the words they seeThey make sense of what each word, sentence & paragraph meansThey compare & contrast plots, settings, and characters presented by authorsThey generate alternative endings to plots, and identify the reason(s) for,and impact of, the alternativesThey compare & contrast different versions of the same storiesthat reflect different culturesThey are “mindful” of the author and the author’s intent
29WHAT DO GOOD COMMUNICATORS DO? They C.A.R.E. (Communicate and Relate Effectively) by WRITING so that others can understand their ideas & feelingsThey write compositions that describe and explain familiar objects,events and experiencesThey write brief narratives based on their own experiencesThey describe the setting, characters, objects and events in detailThey tell their story using a logical sequence of eventsThey write using correct English spelling, grammar & punctuationThey use good penmanship so that others can read their thoughts & feelingsThey are “mindful” of their reader and are capable of perspective-taking
33Exemplar of an Adult Six-Second-Story® At lunchtime one Monday in August, a few weeks after the school year started, a 4th grade teacher, new to our faculty, asked me, “Gwynne, what did you do over the weekend?”I realized that she didn’t know much about me yet, since we had just been introduced in a faculty meeting a few days earlier.So, I decided to tell her about myself in a way that would Kick-Off a brief conversation that might eventually lead to a mutually-satisfying, collegial relationship.I felt pleased that she expressed interest in getting to know me, because I was hoping that she wouldbe open to the idea of co-teachingwith me in her classroom.I planned to tell her that I was married and to whom, and then describe one of the special interestswe share as a married couple. I wanted to see if she liked this activity too, and then quickly find out what other things we might have in common for future reference. So I said, “My husband, Bob, and I went to the Idaho Ballet performance at the Morrison Center on Saturday night.”
34Six-Second-Stories® Conversation Connector Sheet Story Grammar ElementsStory #1Six-Second-Stories® Conversation Connector SheetStory #2Who?Who is the story about?Name the character.Did What?What did the character do in the story?Where?Where did the character do this action/activity?When?When did the character do this action/activity?Story #3“My husband, Bob, and Iwent to theIdaho Ballet performanceat theMorrison Centeron Saturdaynight.”
40Six-Second-Stories® Conversation Connector Sheet Story Grammar ElementsStory #1Six-Second-Stories® Conversation Connector SheetStory #2Who?Who is the story about?Name the character.Did What?What did the character do in the story?Where?Where did the character do this action/activity?When?When did the character do this action/activity?Story #3to the playgroundlast SaturdayKathyranplayed baseball with his teamRonaldMorganin the parkafter schoolJohnwalkedto the storelast night
50Six-Second-Stories® Generate Topic Sentences Review SGM Icons for The Character/The Setting/Actions and explain:As storytellers, we need to help our listeners/readers understand what we’re sayingby telling them Who-Did What-Where and When. Tying our ideas together withimportant “sticky words” like first, after that, and then, and finally gives ourlisteners/readers a logical sequence so that they can follow our train of thought.Introduce Six-Second-Stories® (S3) = Topic SentenceRead The Wheels on the Bus and sing the matching song using gestures4) Demonstrate how to adapt The Action Sequence Map and write a personal narrative5) Teach how each of the three components fit together:1) Write The Bus Driver’s Character Description (kids’ choices)2) Brainstorm The Setting’s Description3) Describe The Actions (using cohesive ties)6) Assign Carryover Activity: Write a personal narrative, like we did together in classtoday, in response to the prompt “What did you do over the weekend?”Provide more information on storytelling in this week’s Parent Letter---howSix-Second-Stories® can help students organize their oral storytelling & writing
53From MindWing Concepts, Inc. @ www.mindwingconcepts.com It’s All About the Story! A Guide for Parents & Educators of Children with AS and HFAMaking Connections! Perspective Taking, Theory of Mind and Pragmatics Using the Critical Thinking Triangle of the Story Grammar Marker (both by Moreau) andFacilitating Relationships! Six-Second-Stories and Other Social Communication Strategies: An Interactive Guide for Educators and Parents of Children with Social Learning Challenges (Moreau and McElhinney)From Think SocialSocial Thinking at Work: Why Should I Care? (Winner & Crooke)Social Thinking Worksheets for Tweens and Teens (Winner)Whole Body Listening Larry at Home! (Wilson & Sautter)Whole Body Listening Larry at School! (Sautter & Wilson)From Youth Light,How Do I Stand in Your Shoes? (DeBell)Teaching Children Empathy, The Social Emotion (Caselman)From Various Sources:Conversations: A Framework for Language Intervention amazon.comHave You Filled a Bucket Today? A Guide to Daily Happiness for Kids (McCloud)@ and marketing.comI Just Don’t Like the Sound of No! How about Maybe? amazon.comMy Mouth Is A Volcano!The Worst Day of My Life Ever!The Social Skills Picture Book
54Generalization Programs: Parent-partnered therapy used atGwynne McElhinney’s Lab for Social IntelligenceKimochisThink Social PublicationsThe Go-To Guide for Social SkillsReplacement Behaviors for InstructionSuggested Goals & ObjectivesSelf-Regulation StrategiesResearch-Based Methods for Carry-Over andGeneralization Progress Measurement ToolsSee Facilitating Relationships for more details re: SquiGuMs WristbandsWebsites:Rocky Mountain AutismThe P.L.A.Y.The HanenLove andTonyCarolFuture
55I see communication as a huge umbrella that covers and affects all that goes on between human beings. Once a human being has arrived on this earth, communication is the largest single factor determining what kinds of relationships he makes with others and what happens to him in the world about him. How he manages his survival, how he develops intimacy, how productive he is, how he makes sense, how he connects with his own divinity--- all are largely dependent on his communication skills. ~Virginia Satir
56Final ThoughtsIntegrating treatment to promote communicative competence (by teaching listening & speaking, reading & writing skills in a robust systematic, explicit approach) is a recommended practice.The methodology of Six-Second-Stories® is designed to facilitate conversational skills, relationship development & literacy progress.Involving others----educational staff, peers, and especially parents---is the key to the successful transfer of newly-acquired social competence out of therapy and into the Real World!As we improve our treatment of children with social learning weaknesses, we increase the odds that they will be better integrated into society, and become healthy, happy, contributing citizens.I hope that this new school year is a rewarding one for all of you. Best wishes for success in your pursuit of improved professional effectiveness!